Tag Archives: French language

I love the English language – in all its quirky beauty and hair-splittingly hare-brained complexity but, as an English teacher, I am all too painfully aware of how difficult this fascinating social creation is for others to learn.

So, why is English so difficult to learn? Looked at from a philological point of view, I think there are many answers.

Actually, elementary ‘survival’ English, is not that hard to pick-up. That is to say, English at a level which corresponds to the average Brit’s grasp of Spanish. With a little preparation, and a handy phrasebook, it is not hard to ask the way to the airport, or order two beers, in any language.

The difficulty comes when you want to speak our language correctly, because English is one of the largest languages on earth, and also one of the most irregular.

Size Matters

That the 20-volume Oxford English Dictionary (OED) lists 171,476 words in current use (plus 47,156 obsolete and 9,500 derivative words) simply underlines the size of the language, and this does not take into account entries with senses for different word classes (such as noun and adjective). To this you must add the technical and regional vocabularies and words not yet added to the published dictionary, giving a total approaching three quarters of a million.

With 750,000 words to play with, it is no wonder that overseas learners of English have problems unravelling the rules.

To do so, you really need to start by understanding what languages we are talking about.

In the United Kingdom, there is only one national language, Standard British English, but two autonomous regional languages: Welsh and Gaelic (both Irish and Scots varieties). The difference of these should never be discounted, as anyone who has been to North West Scotland or Wales will know, and English borrows from both quite freely (Loch, cairn or glen, anyone?).

Like all languages, English bears the imprint of its previous users. So, our national vocabulary includes words with Gothonic, Celtic, Gaelic, Latin, Saxon, Viking and Norman roots, but also loanwords from Russian, Hindi, Yiddish, French, German and, because the British got around quite a bit, almost every other language imaginable.

Because of our enduring relationships with some countries, though, we have borrowed from two or three cultures more than others. English shows its roots in Danish for many of the basics of life, the tell-tale traces of our long linguistic love-affair with France, and the influences of the post-colonial powerhouses of America, Australia and India.

Hell is Other People’s Language Patterns

As if this unmanageably various vocabulary weren’t enough, the learner also has the problem of seemingly unpredictable patterns in the way we speak.

This was caused by the differential adoption of pronunciation and grammar by different social groups and classes within British society, so that working words like ‘mallet’, ‘wallet’ and ‘billet’ have a distinctly English pronunciation while we keep a suitably French tone for a word like ‘ballet’.

The retention of donor language forms depends on how recently words were adopted, and by whom. Although pedants may quarrel over the pronunciation of ‘mater’ and ‘pater’, no-one argues about how to say the word ‘tree’ (Viking ‘tre’ related to the modern Danish ‘trae’), for example.

To understand these patterns, it helps to know the relative social status of the adoptees. The language of fine dining, for example, is predominantly French, and is still pronounced as close to the original as possible. This is as much about the education of those buying expensive meals – it was assumed that they would understand French – as it was about exclusivity and the exclusion of ‘undesirables’.

Creativity – Don’t you just hate it!

Every year the OED lists another few hundred words that have been coined by some journalist or cultural commentator. These wonderful new words are sometimes fly-by-night creations and are gone from the lexicon a decade later. Many stick, though, and become yet more for students to learn and puzzle over.

The leading new word this year is ‘Omnishambles’ – coined to cover a continuing and all-consuming cock-up, whether political or administrative. It has it roots in the biting political satire The Thick of It, and has since been used in Parliament to great effect.

For those learning English, creativity is a real obstacle to success. They want simple rules and they want speakers to stick to them. This requires prescriptive grammar and good teaching. (Something that HELLO English does extremely well, by the way!)

The Good News.

The good news is that, whether you are a serious linguist looking at a descriptive grammar or an English teacher with a more normative (prescriptive) approach, English does have simple rules. Just a lot of them.

But it is a language which keeps on giving, and the more that the student puts into learning, the more they will get… and the better grades they will eventually achieve.

And what of us – at HELLO English? Well, as native-speaking English teachers, we realise how lucky we are. We think we won first-prize in the lottery of language, and we are determined to share that good fortune with others.

Although I spend my working days teaching the delights of English, I often find myself referring to Danish in order to explain the quirks of the English language.

At school, I learnt Latin and French; at university, Old and Middle English. Along the way, to a greater or lesser extent, I have picked-up bits of Hindi, Hebrew, Danish, Swedish, Spanish and Italian. So, why is Danish – my Viking touchstone – so important?

Well, I think that Danish should be taught in England as a mandatory foreign language not just for historical and etymological reasons, but because it is so useful, and simple.

Simplicity

Unlike most languages we learn, Danish doesn’t have a difficult grammatical structure, there are no case-endings or weird irregularities, and many of the words are pretty familiar to a native English speaker. Almost all our vocabulary for the home, the family, farming or fishing, for example, has Danish roots and most are actually the same word, albeit pronounced slightly differently.

Which brings us to the one slightly difficult bit of this proposition: the pronunciation of Danish.

Danes will themselves admit that Danish is not so much a language as a throat sickness. For those of us raised on and accustomed to English, the articulation of Danish – which is further back in the throat – can sound a little akin to gargling.

This is often highlighted by the danes themselves, when they invite visitors to pronounce the name of a delicious redcurrant dessert, served with cream ‘Rødgrød med fløde‘, which is, of course, nearly unpronounceable for ordinary mortals.

Once this skill is mastered, however, the language is simple, clear and a delight to use.

Useful

Now, let’s be honest, there is no answer known to man that will persuade a truculent teenager of the utility of learning another language, but for calmer heads, the human and financial advantages are clear.

So, at a time when they might be learning Chinese, Arabic or Russian (1.6 billion speakers worldwide), why am I suggesting that we should encourage our children to learn Danish (estimated speakers 6 million)?

We will not gain a vast Viking export market, that’s certain. But, do we only learn languages in order to boost foreign trade? Surely not? One of the most important roles for language learning is to enhance friendship between nations and for us to expand our capacity to think and imagine in ways that are not possible within the confines of our own language. This is something we need to do.

We have so much to learn from the humanitarian and democratic societies that lies across the North Sea. Whether we are talking about Denmark, Norway or Sweden, these are countries that have been wise about their economies when we have been merely greedy, and have invested sensibly for their futures in their people and their skills. Shouldn’t we be learning more from them?

Apart from French, which is unsuccessfully drummed into most of us from an early age, Denmark is not only geographically close to us, it is our nearest linguistic neighbour. But French is – like English – a confoundedly complex and irregular language to learn.

As Britons, we have been dreadful at teaching foreign languages. So bad, in fact, that we have the worst record among the developed world, even when we have tried to teach children European languages which use the same alphabet, like French, German and Spanish.

How do we think we will do when we try to introduce the xenophobic and lazy linguists in our schools to Mandarin, Russian and Arabic?

Quite.

Viking for Progress

There is another way. By learning Danish as a first foreign language, British school children could choose to learn the more complex languages of our other neighbours having already succeeded in speaking a recognised European tongue.

The acquisition of Danish as a progressor language would give our students increased confidence, creativity and international employability.

Most importantly, improved linguistic confidence, nationally, would encourage the learning of other more complex languages, such as Dutch, French, Italian or German. After all, it is much easier to learn third and fourth languages once you have confidence in a language other than your own.

If we want to encourage language learning and be seen as a country that actually bothers about the rest of the world, perhaps we ought to start by teaching languages that our students will actually use and enjoy.

After all, within us all, there is a Viking waiting to come out!

HELLO English will be very happy to help you or any others who may be interested to discover their inner Viking. Others may find our excellent English teaching and successful courses to their advantage. Please do not hesitate to contact us through this blog or through the http://www.hello-english.com website.

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This blog is about HELLO English: a small but perfectly formed language school based in Birmingham, in the English Midlands.
We teach English to students of all stages and ages, and from all around the world.
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